相关论文: An inferential analysis of the effect of activity …

Physics education researchers have developed many evidence-based instructional strategies to enhance physics students' conceptual learning. These strategies have historically been tested using assessments such as the Force Concept Inventory…

The cyclic format of the undergraduate physics curriculum depends on students' ability to recall and utilize material covered in prior courses in order to reliably build on that knowledge in later courses. However, there is evidence to…

Prior research suggests that using evidence-based pedagogies can not only improve learning for all students, it can also reduce the gender gap. We describe the impact of physics education research based pedagogical techniques in flipped and…

Despite the large body of research showing that students in STEM classes at all levels learn better via active learning than they do via lecture, post-secondary physics and astronomy (P&A) faculty members continue to primarily use…

We examine the effect of misconceptions about friction on students' ability to solve problems and transfer from one context to another. We analyze written responses to paired isomorphic problems given to introductory physics students and…

We describe the impact of physics education research-based pedagogical techniques in flipped and active-engagement non-flipped courses on student performance on validated conceptual surveys. We compare student performance in courses which…

An active learning physics course (treatment) was re-organized in an attempt to increase students' problem solving abilities. This re-organized course covered all of the relevant concepts in the first 6 weeks with the final 4 weeks spent in…

Integrating computation into physics teaching is a curricular move that, at present, has been predominately studied for its cognitive impacts. However, if this modality of instruction shifts how students engage with physics, we argue there…

Instructors in introductory physics courses often use labs and demonstrations to reinforce that the physics equations introduced in lectures and textbooks describe what actually happens in the real world. The surface features and…

In this paper we put forth a model for physics course reform that uniquely uses proven, research-based active learning strategies to help students improve their physics knowledge and problem-solving skills. In this study, we compared the…

In this meta-analysis, we synthesize the results of 24 studies using the Colorado Learning Attitudes about Science Survey (CLASS) and the Maryland Physics Expectations Survey (MPEX) to answer several questions: (1) How does physics…

Student performance of virtual introductory physics class (calculus-based mechanics) is analyzed. A fully web-enhanced class was done synchronously. The analysis is done in two categories, averaging all mid-exams (or chapter exams) and…

Several prior studies in introductory physics have found a gender gap on conceptual assessments such as the Force Concept Inventory (FCI) and the Conceptual Survey of Electricity and Magnetism (CSEM) with male students performing better…

Introductory algebra-based physics courses frequently feature multiple student major populations in the same course section, however, different majors' requirements may impact students' motivations towards different aspects of the course…

This study investigates how Learning Assistants (LAs) and related course features are associated with inequities in student learning in introductory university physics courses. 2,868 physics students' paired pre- and post-test scores on…

Implementation of cognitive apprenticeship in an introductory physics lab group problem solving exercise may be mitigated by epistemic views toward physics of non-physics science majors. Quantitative pre-post data of the Force Concept…

Misconception is the difference between a student's idea and his scientific concept. Physics learning needs to be designed by teachers to minimize misconceptions. Different diagnostic tools have been developed and used by researchers to…

Problem solving is central to physics instruction. Results from Physics Education Research (PER), however, demonstrate that traditional ways of teaching with problem solving are inefficient and ineffective for promoting true physics…

Conceptual tests are widely used by physics instructors to assess students' conceptual understanding and compare teaching methods. It is common to look at students' changes in their answers between a pre-test and a post-test to quantify a…

Physics education researchers have argued that authentic physics education includes computation as part of a physics student's training, and many parties have made efforts towards this goal. However, most research on this teaching modality…